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All Journal JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Scope: Journal of English Language Teaching PROJECT (Professional Journal of English Education) Journal of English Language and Culture Community Development Journal: Jurnal Pengabdian Masyarakat Lingua: Jurnal Ilmiah BERNAS: Jurnal Pengabdian Kepada Masyarakat Journal La Edusci Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora
Saswati, Risna
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Peningkatan Kemampuan Berbicara Siswa SMA Kelas X dengan Penerapan Pendekatan Task Based Language Teaching (TBLT) Saswati, Risna; Arifin, Syaadiah
BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 4 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jb.v5i4.10482

Abstract

Pelatihan ini yang menerapkan metode Task Based Language Teaching (TBLT) bertujuan untuk meningkatkan keterampilan berbicara siswa SMA kelas X. Kegiatan dilakukan secara daring dengan menggunakan platform zoom dan WAG. Kegiatan dibagi dalam beberapa sesi, yaitu pemaparan materi sebagai kegiatan awal (pre-task), kegiatan inti (negotiated meaning) dan kegiatan komunikatif (communication strategies). Dalam implementasinya, siswa dapat melakukan kegiatan wawancara ke public figure yang telah siswa pilih, mengkontruksi langkah-langkah wawancara sesuai dengan kegiatan yang telah dipelajari, membuat daftar informasi tentang public figure, membuat pertanyaan dalam bentuk pertanyaan Y/N Questions dan WH-Questions, memilih tipe pertanyaan dan membuat tanggapan atau respon dari jawaban pertanyaan. Siswa dapat menyelesaikan kegiatan awal, tengah dan akhir dengan menggunakan langkah-langkah berdasarkan pendekatan TBLT dengan baik. Siswa dapat menggunakan kesempatan untuk melatih keterampilan berbicaranya. Beberapa hal yang harus diperbaiki meliputi tata bahasa dan pelafalan serta melatih untuk berbicara secara natural. Kegiatan ini diakhiri dengan mengunggah kegiatan bertukar peran dalam kanal you tube
Permeability of Native and Target Language to International Learners’ Descriptive Composition: A Case Study Saswati, Risna; Puspitasari, Intan
JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Vol 10 No 01 (2025): JELL STIBA IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v10i01.282

Abstract

This study is to investigate the interlanguage errors that the learners committed in their Indonesian descriptive paragraphs. It does not only shed light on the categories of interlanguage errors but also the sources of the interlanguage errors found in learners’ writing. The research method employed for this study is a descriptive qualitative method that applies the theories of error taxonomy from Dulay & Burt (1982) and Brown (2007). The participants of this study are international students learning Indonesian in Basic Indonesian class. The data are taken from their descriptive writing. The result reveals that the most common category of error the students committed is the spelling and diction used. The source of errors mostly found is interference from English since they are still learning English.
Peningkatan Kompetensi Guru melalui Pelatihan Strategi Pengerjaan TOEFL: Studi Kasus di SMA Muhammadiyah 13 Tomang Syaadiah Arifin; Hamzah Puadi Ilyas; Risna Saswati
ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Vol. 4 No. 1 (2025): Maret 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/abdisoshum.v4i1.5072

Abstract

The Test of English as a Foreign Language (TOEFL) serves as a key competency assessment, yet many teachers struggle with its format and effective answering strategies. This issue is particularly prominent at SMA Muhammadiyah 13 Tomang, where a significant number of teachers face challenges in preparing students for this exam due to limited exposure to effective test strategies. This study aims to improve teachers' competence through interactive TOEFL strategy training. A mixed-method approach was employed, integrating quantitative and qualitative analysis. Pre-test and post-test measured score improvements, while interviews, observations, and open-ended questionnaires explored participants’ challenges and strategy effectiveness. The three-day training covered Reading, Listening, and Structure sessions, applying skimming, scanning, note-taking, and sentence structure analysis strategies. Results showed improved comprehension in Reading (+19%), Listening (+14%), and Structure (+10%). A paired t-test confirmed a significant increase (p < 0.05). Qualitative findings highlighted that skimming and note-taking were more effective than traditional methods, although grammar comprehension remained a challenge. Beyond improving TOEFL scores, this training enhances English teaching methodologies in schools. Teachers are expected to implement the acquired strategies in classrooms and support students' TOEFL preparation. This study confirms that the mixed-method approach provides a comprehensive understanding of learning strategy effectiveness in enhancing educators’ English proficiency.
Teacher Planning and Interactive Decisions Concerning Five Aspects of Teacher Language Use Saswati, Risna
PROJECT (Professional Journal of English Education) Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, MAY 2025
Publisher : IKIP Siliwangi

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Abstract

The study investigates teacher decision making while planning the lesson and teacher doing classroom instructions. Additionally, the practice is related to teacher language use: teacher talk, teacher questions, teacher use of Indonesian and metalanguage, and teacher corrective feedback. The research method employed is a descriptive qualitative method by using the theories of teacher decision making (Richards, 2007), and teacher language use (Ellis, 2012) for data analysis techniques. The participant of this study is an experienced English lecturer teaching at a university in Jakarta. The result reveals that the teacher makes some decisions in planning the lesson related to her language use based on the students’ capacity, classroom activities, her belief, perception and cognition, and the speaking skills and components. In her instructional teaching, decision making occurs in using her classroom language since she changes some activities. She makes some decisions according to the student’s abilities, classroom activities, culture, and the lesson. The decision making made by the teacher can facilitate opportunities for the learners to engage in classroom interaction and improve their speaking skills.
Analysis of Equivalence and Non-equivalence in Harry Potter and the Order of Phoenix Novel and its Translation into Indonesian Saswati, Risna
SCOPE: Journal of English Language Teaching Vol 8, No 2 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v8i2.20914

Abstract

The study sheds light on the translation of non-equivalency at the word level, above the word level, grammatical equivalency, textual equivalency and pragmatic equivalency. The study applied qualitative research in which the data are taken from the novel Harry Potter and the Order of Phoenix. This study uses the theory of equivalence and strategies from Baker (2018). The result reveals that the use of Google translation as machine translation is not recommended for the translator since the translator needs to restructure the translation. Additionally, it is found that Google Translate applies the strategy of literal translation to all levels: the word level, above the word level, the textual level and the pragmatic level.
Translingual Practices as Spatial Repertoires Employed by Interlocutors in Classroom Interaction Risna Saswati; Setiono Sugiharto
Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i2.2954

Abstract

The study investigates the transligual practices as spatial repertiores in classroom interaction. The method applied is a descriptive qualitative approach. It uses the classroom observation, interview and stimulated recall interview as the techniques of the data collection. The study employs the theories of sociocognitive affordances, translingual, classroom language use, and pragmatics. The outcomes reveal that the natural functions as the goals are achieved. The participants can shift the roles as the interlocutors who can apply the appropriate speech acts and the politeness strategies. The roles are changed and the study reveals the interaction is natural in which there is symmetrical relationship among the interlocutors in classroom interaction. It is as the results of the use of sosiocognitive affordances from the very beginning of the classroom interaction by the teachers and learners and continues to the end of the class. In the process, the roles of the teachers and learners gradually change into the interlocutors who have already the pragmatic competences to interact with other parties.
Co-Authors Ahmad Kosasih Arifin, Syaadiah Hamzah Puadi Ilyas Hamzah Puadi Ilyas Intan Puspitasari Setiono Sugiharto Soraya Soraya Syaadiah Arifin Syaadiah Arifin Syaadiah Arifin